Considering inclusive education: disability, capability and ability expectations. Symposium: Disability and Diversity.
Paper presented at the Symposium: Disability and Diversity. Franziska Felder, Kai Horsthemke, Solveig M. Reindal
Disability and diversity (overview) An idea central to the pedagogical perspective on inclusion is its positive view of human diversity. For many authors, inclusion –especially in contrast with the older terms ‘integration’ or ‘mainstreaming’ –is marked precisely by its turn towards a broader understanding of diversity and the acceptance and teaching of all children collectively. In such an understanding, disability is simply a ‘mere difference’. From that assumption, however, fundamental philosophical questions arise, for instance: Is the ‘mere difference’ view of disability plausible? Does such a view oversimplify differences? Do the homogenising effects on differences have practical effects, e.g. interests of those with disabilities are overlooked when pursuing other interests (e.g. gender)? Is it convincing to claim that a difference resulting from a disability should be seen as a resource or an opportunity? And how would such a view work out when it comes to education, especially the inclusive education of children with disabilities in regular schools? In order to answer these questions, our symposium investigates both the fundamental assumptions behind a mere difference view of disability and its implications for educational justice.
Disability and diversity (overview) An idea central to the pedagogical perspective on inclusion is its positive view of human diversity. For many authors, inclusion –especially in contrast with the older terms ‘integration’ or ‘mainstreaming’ –is marked precisely by its turn towards a broader understanding of diversity and the acceptance and teaching of all children collectively. In such an understanding, disability is simply a ‘mere difference’. From that assumption, however, fundamental philosophical questions arise, for instance: Is the ‘mere difference’ view of disability plausible? Does such a view oversimplify differences? Do the homogenising effects on differences have practical effects, e.g. interests of those with disabilities are overlooked when pursuing other interests (e.g. gender)? Is it convincing to claim that a difference resulting from a disability should be seen as a resource or an opportunity? And how would such a view work out when it comes to education, especially the inclusive education of children with disabilities in regular schools? In order to answer these questions, our symposium investigates both the fundamental assumptions behind a mere difference view of disability and its implications for educational justice.
Publisert i PESGB Annual conference, 2019
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